| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910841871103321 |
|
|
Autore |
Dobson Stephen |
|
|
Titolo |
Learning Inclusion in a Digital Age : Belonging and Finding a Voice with the Disadvantaged |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Singapore : , : Springer, , 2024 |
|
©2024 |
|
|
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (208 pages) |
|
|
|
|
|
|
Collana |
|
Sustainable Development Goals Series |
|
|
|
|
|
|
Altri autori (Persone) |
|
SvoenBrit |
AgrustiGabriella |
HardyPip |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di contenuto |
|
Intro -- Foreword: Perspectives on Inclusion Beyond the School Gates -- The Impact of Marginalisation on Communities -- Barriers to Learning for Those in the Margins -- Learning Versus Educating in the Digital Age -- Conclusion: The Critical Edge -- References -- Preface: Setting the Agenda for Learning Inclusion -- What Is Inclusion? -- Voice and the Power of Storytelling -- Measuring Inclusion -- References -- Acknowledgements -- About the Book -- Contents -- Introduction: The Changing World of Pedagogy in Diverse Cultural Contexts -- 1 The Pedagogy of Connectivity in a Digital Environment -- 2 The Three Parts of the Book -- References -- Part I: How Can Governments and Intergovernmental Organisations Support Learning Inclusion and Active Citizenship? -- Promoting Social Inclusion and Mutual Understanding: Intertwined Efforts at Local, National and International Level -- 1 A Framework for EU Policies of Inclusion -- 2 Translating Policies into Action -- 3 Analysis of the Best Practices from E+ KA2 Projects (Years 2014-2020) -- 4 Fives Success Stories and a 'Legacy' -- 5 LIDA's Multiplier Events -- 6 The Main Questions in the Multiplier Events -- 7 The First Level Multiplier Events -- 8 Lessons Learned from the Stakeholders -- 9 Conclusion -- References -- Towards Wellbeing-Ness as an Experience of Inclusion, Belonging and Voice in a Digital (Post-Covid) World of Global Change -- 1 The |
|
|
|
|
|
|
|
|
|
Shock of Exclusion and Non-belonging -- 2 Conceptualising Wellbeing Characterised by Inclusion and Belonging -- 3 Wellbeing as an Indicator or Experience of Wellbeing-Ness -- 4 Conclusion -- References -- Promoting Learning Inclusion Through the Global Network of Learning Cities and Sustainable Development Goals (SDGs) -- 1 Introduction -- 2 UNESCO's Global Network of Learning Cities (GNLC)-Goals and Ambitions. |
3 Four Examples of Learning Cities Initiatives-What Kind of Activities Do They Develop Together and on Their Own? -- 3.1 Dublin, Ireland -- 3.2 Medellin, Colombia -- 4 Jubail Industrial City, Kingdom of Saudi Arabia -- 4.1 Wyndham, Australia -- 5 Beacons of Learning Inclusion Promoting Social Belonging and Voice in the Digital Age? -- 5.1 Indicators and Rubrics -- 5.2 A Theoretical Measure of Success Drawing Upon Different Knowledge Interests: Means-Ends, Culture and Emancipation -- 6 Do We Measure What We Value or Only Value What We Can Measure? -- References -- Part II: How Can the Education Sector and Public/Private Enterprises Support Learning Inclusion and Active Citizenship? -- Fostering Social Inclusion of People in Situations of Vulnerability: Experiences from the Italian and Portuguese Contexts -- 1 Background: National Contexts for Social Inclusion -- 2 Immigration and Emigration -- 2.1 Portugal -- 2.2 Italy -- 3 Integration of Migrants in Portugal and Italy -- 4 Social, Educational, and Digital Inclusion: Some Challenges and the Impact of Covid 19 Pandemics in Portugal -- 5 Social, Educational, and Digital Inclusion: Some Challenges and the Impact of Covid 19 Pandemics in Italy -- 6 The Multiplier Events (ME) in Italy and Portugal for Level 2 -- 7 Main Results of the Italian ME on Level 2 -- 8 Main Results of the Portuguese ME on Level 2 -- 9 Discussion -- References -- Joining Voices for Social Inclusion: Activism and Resilience of Professionals Working with People in Situations of Vulnerability -- 1 Introduction -- 2 Being a Professional Activist: Significance and Barriers -- 3 Professionals' Experience as a Trigger of Resilience -- 4 Antidotes for Professionals' Burnout and Activism Disengagement? -- 5 Final Remarks: Questioning Commonplaces as a First Step for Change -- References. |
Voice, Belonging, Storytelling and Transformation in Digital Storytelling Workshop Settings-Some Philosophical Considerations -- 1 Digital Storytelling -- 2 What Happens in a Classical Digital Storytelling Workshop? -- 3 Philosophy, Phenomenology and Ways of Knowing -- 4 The Centrality of Phronesis in Storytelling Circles -- 5 Owning Your Insights -- 6 Owning Your Emotions -- 7 Finding the Moment -- 8 Seeing Your Story -- 9 Hearing Your Story -- 10 Assembling Your Story -- 11 Sharing Your Story -- 12 Conclusion-Storytelling as Transformation -- References -- Part III: How Is the Methodology of Digital Storytelling Used and Experienced by Different 'User' Groups? -- We Belong and Connect When We Have a Voice: Towards a Learning Design for Inclusive Learning -- 1 The REGAP Project-Creating an Inclusive Learning Environment -- 2 Designing for Social Belonging and Wellbeing -- 3 Promoting a Sense of Belonging by Utilising Digital Storytelling -- 4 Collecting and Connecting Stories -- 5 Participatory Design and Co-Creating -- 6 The REGAP Learning Design Approach -- 7 Towards a Learning Design for Inclusive Learning -- 7.1 Step One: Finding the Stories -- 7.2 Step Two: Co-Create Content and Turn Stories to Learning Resources -- 7.3 Step Three: Testing the Stories' Identification Power -- 8 Conclusion -- References -- Bridging the Gaps: Promoting Competences for Democratic Culture and the Wellbeing of Girls Through Digital Storytelling -- 1 Introduction -- 2 Competences for Democratic Culture |
|
|
|
|
|
|
|
|
as the Foundation of Digital Citizenship -- 3 Digital Storytelling as a Means of Valuing the Voices of Young People in Situations of Social Vulnerability -- 3.1 Developing Digital Storytelling Workshops with Girls -- 3.1.1 Ethics -- The Digital Storytelling Workshop Development. |
4 Democratic Culture and Wellbeing: Expressing and Developing Worldviews and Feelings Through Digital Storytelling -- 4.1 Analysing Competences for Democratic Culture Expressed Through Digital Storytelling -- 4.2 Digital Storytelling and Wellbeing -- 5 Final Remarks -- References -- Multilingual Stories for Immigrants and Refugees: A Language-as-Resource Approach -- 1 Language and Literacy Learning for Immigrants and Refugees -- 2 Open Educational Resources and Digital Learning -- 3 Bilingual and Multilingual Stories -- 4 Content and Language Integration in an Online Course: Advenus and ReGap -- 5 Multilingual Stories for Supplementary Language Learning: LIDA Stories -- 5.1 Design Principles -- 5.1.1 Design Principle 1: Relevance -- 5.1.2 Design Principle 2: Accessibility -- 5.1.3 Design Principle 3: Device and Format Experience -- 5.1.4 Design Principle 4: Multilingualism and Multimodality -- 5.1.5 Design Principle 5: Audio and Recordings -- 5.1.6 Design Principle 6: Truly Open -- 6 Discussion -- 7 Conclusion and Looking to the Future -- References -- Including the Marginalised: Engaging People with Dementia and the Elderly in Technology-Based Participatory Citizen Storytelling -- 1 Digital Storytelling -- 1.1 Purposive Digital Storytelling -- 1.1.1 The Expertise of Experience -- 1.1.2 Marginalisation -- 1.1.3 A Life Told in Her Own Stories: Eva -- 1.1.4 Everyone Is Different: Workshop Experiences with the Elderly and People with Dementia -- 1.2 Society of the Holy Child Jesus (SHCJ) Workshop -- 1.3 Lancashire County Council -- 1.4 Dangling Conversations -- 2 Digital Autoethnography: Fighting Marginalisation Through Empowering Citizen Researchers -- 3 Agility and Adaptability: Lowering Barriers, Empowering Storytellers -- 3.1 Workshop Processes -- 4 Conclusion -- References. |
The Critique of Learning Inclusion in a Digital World: A Conversation -- References -- Afterword -- References -- Glossary of Terms -- References -- Index. |
|
|
|
|
|
| |